Understanding children’s use and perceptions of ASMR and self-improvement content

Ofcom has a statutory duty to promote and conduct research into media literacy. This report is part of broader research exploring children’s experiences and views of the online environment, helping build the evidence base on popular content and its potential impact on children and young people.

This research report explores how children perceived and engaged with ASMR (Autonomous Sensory Meridian Response) and self-improvement content online. It aimed to understand the types of ASMR and self-improvement content children engaged with, their reasons for consuming it, which children were likely to do so, what they liked and disliked about it, and the role and influence it had in their lives.  

The research followed a multi-staged, mixed-method approach and was conducted by Beano Brain between October 2024 – May 2025.  

The quantitative stage involved a survey of 1,393 children aged 11-17, drawn from a representative UK sample. The survey aimed to understand the prevalence and types of ASMR and content consumed. Quotas were set based on region, gender, age, and socioeconomic background.  

The qualitative stage was a deep dive with 30 children aged 11-17, focusing on either ASMR or self-improvement content. It explored their behaviours and attitudes in greater detail. Participants completed a two-day digital pre-task followed by 75-minute remote interviews.  

Cognitive testing was carried out to explore how children described ASMR content, helping to inform question design for both the quantitative and qualitative stages.  

The research provides detailed insight into how children aged 11-17 use ASMR and self-improvement content online. It reveals gender and age differences in viewing habits, with girls generally more likely to watch such content – except for gym and fitness videos, which were more popular among boys – and younger children showing greater interest in ASMR.  

Overall, most children reported positive or neutral effects of viewing both types of content, although a minority reported negative effects, particularly after using self-improvement content.  

Importantly, the findings set out the children’s own views and experiences, highlighting their ability to reflect on and make choices about the content they consume. The study did not assess the content itself but instead focused on capturing children’s accounts of their experiences and perceptions.